ASSESSMENT ON THE IMPLEMENTATION OF

GENDER AND DEVELOPMENT PROGRAM AT

SAN FRANCISCO ELEMENTARY SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 553-557
Document ID: 2023PEMJ880
DOI: 10.5281/zenodo.8126398
Manuscript Accepted: 2023-7-7
Psych Educ, 2023, 10: 553-557, Document ID:2023 PEMJ880, doi:10.5281/zenodo.8126398, ISSN 2822-4353
Research Article

Assessment on the Implementation of Gender and Development Program at

San Francisco Elementary School
Chiqui C. Villagracia*
For affiliations and correspondence, see the last page.
Abstract
Gender and Development Program (GAD) as the development perspective and process that is
participatory and empowering, equitable, sustainable, free from violence, respectful of human rights,
supportive of self-determination and actualization of human potentials. This research aimed to
evaluate the implementation of GAD Program at San Francisco Elementary School during the School
Year 2022-2023.This used the descriptive method of research with seventy-five (75) teacher-
respondents representing the whole population of the teachers. Using the online survey questionnaire,
they were asked to assess the conduct of the said program in terms of the availability of resources,
GAD-related activities, stakeholder’s support, and awareness of the school community.The findings
show that the respondents evaluated all the aspects as Highly Implemented with the obtained means
of 3.57, 3.33, 3.17, and 3.33 respectively. The respondents enumerated some challenges they
encountered during the implementation of Gad program which included limited resource speakers,
not responsive stakeholders, insufficient training for stakeholders, time constraints, and lack support
of organizations. The researcher crafted a proposed strategic plan to enhance the implementation of
Gender and Development Program in the next years.

Keywords: campus journalism, writing skills, pupil-journalists

Introduction the principles of gender equality, gender equity,

gender sensitivity, non-discrimination, and human
rights in the provision and governance of basic
Gender equality is a fundamental human right and a education.
key component of sustainable development.
Recognizing the critical role of education in achieving Through this policy, the DepEd commits to gender
gender equality, the Department of Education (DepEd) equality through gender-responsive basic education to
has implemented the Gender and Development (GAD) holistically develop Filipinos with access to quality,
Program to address gender-based discrimination and culture-based basic education in a learner-centered,
promote equal opportunities in the educational system. safe, and nurturing environment. In this context, GAD
This research paper aims to provide a comprehensive recognizes that gender issues are significant factors in
analysis of the GAD Program's impact on promoting shaping educational outcomes, opportunities, and
gender equality in education.Gender and Development experiences.Achieving Gender Development through
is an ongoing process that requires continuous efforts Education is one of the keys toward to the reduction of
to challenge gender norms, promote gender equality, gender disparities (Fernandes et al., 2015). If gender
and create inclusive environments. It is a crucial equity is achieved, this will contribute to the future of
framework for understanding and addressing the both girls and boys will get benefits from equal
complexities of gender issues and working towards a opportunities (Sahin, 2010). Sex role provides a
more just and equal society for all. unique occasion to expand the mission and scope of
the study to more thoroughly incorporate ideas and
The GAD Program within the Department of research about gender development (Zosuls,
Education adopts a multi-faceted approach, 2011). The study of Talon (2016) found out that there
encompassing policy development, curriculum is a great extent of gender inequity in the areas of
integration, capacity building, and creating gender- curriculum, learning materials, physical facilities,
responsive learning environments. By incorporating programs, and projects. Furthermore, the study
gender perspectives into education policies and presents the proposed plan to initiate change for
practices, the GAD Program seeks to eliminate gender gender and development programs towards gender
biases, empower girls and women, and challenge equity. Gender involves the differentiation attributed
societal norms that perpetuate gender inequality.It is by a given culture to men and women in the following
stipulated in Department of Education Order no. 32, aspects: (1) social roles, (2) capacities, (3) traits and
series of 2017 titled Gender-Responsive Basic characteristics and (4) gender equality and non-
Education Policy that the department shall integrate discrimination.However, A study conducted at Ewha

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Psych Educ, 2023, 10: 553-557, Document ID:2023 PEMJ880, doi:10.5281/zenodo.8126398, ISSN 2822-4353
Research Article

Womans University, Seoul, South Korea entitled inclusive education as a potential for gender equity.
―Assessing Gender and Development Practices in the While teachers are moderately aware of gender issues
Philippine Basic Education‖, it was found out that the and government agencies integrating Gender and
Department of Education in the Philippines needs to Development (GAD) plan to programs, projects, and
review, reassess, evaluate, and redirect its gender activities, however, they are aware of gender roles and
mainstreaming efforts because it does not penetrate the national mandates and other related laws (Sumadsad
school level where it really matters. It was further and Tuazon, 2016).On the other view, schools have a
found out that most efforts are focused on the crucial role in the socialization of gender views and
organizations rather than clients. Thus, it suggested behavior in young children. Teachers and classmates
that in the absence of a national gender education shape gender attitudes and, as a result, gender
framework, regions, divisions or schools should have disparities in cognition and behavior. Unfortunately,
the will to develop programs aimed at addressing the teachers have insufficient training in detecting and
school gender issues and concerns like the increase of overcoming gender stereotypes and prejudices, both
teenage pregnancy among high schoolers.It is in this their own and others. As a result, they frequently
premise that the researcher wanted to evaluate the model, expect, reinforce, and build the groundwork for
implementation of the Gender and Development gender distinction among their students (Bigler, Hayes,
Program at San Francisco Elementary School. The & Hamilton, 2013)Teachers who participated in
proponent believed that the result of this undertaking gender equality professional development training
would provide vital data for the school to further sessions were found to be more likely to engage in
improve its policies and guidelines in promoting and gender-equitable teaching practices than those who did
achieving gender-biased free learning environment for not. Teachers gave more equitable assistance to their
all. classroom students after being presented with gender
equality interventions (Luongo, 2012). Relatively, the
Research Questions authorities should give full support to gender and
development initiatives and should create a monitoring
This study aimed to evaluate the implementation of and evaluation body to ensure compliance of
Gender and Development at San Francisco Elementary government agencies with gender and development
School in Taytay Sub-office during the School Year provisions on organizational structure program
2022-2023. Specifically, it sought answer to the mainstreaming, communication and research, these
following research problems. elements to assist in promoting knowledge and
appreciation of the gender across development
1. How do the teacher-respondents evaluate the (Bautista, 2017).Furthermore, gender equity for equal
implementation of GAD Program with respect to: opportunity framework is an essential guide for
1.1. Availability of Resources; improving gender and development program practices
1.2. GAD related Activities; in schools so that every learner can be and become a
1.3. Stakeholder’s Support; and whole person. To fully address the gender gap and
1.4. Awareness of School Community? inequities, tracking learners' profiles, monitoring, and
2. What challenges do the respondents encounter in the evaluating gender and development in the classroom
implementation of GAD Program? would be beneficial (Talon, Carreon, & Diragen,
3. What strategic plan can be proposed to further 2020).
improve the implementation of GAD Program?

Methodology
Literature Review
Descriptive method of research was utilized by the
The conception of gender and development program in researcher in this study. McCombes (2022) explained
the classroom adheres to the overarching goal of the k that descriptive research aims to describe a population,
to 12 curricula to produce holistically developed 21st- situ atio n, or ph enom eno n accurately and
century learners. Advocating for a transformative systematically. It can use a wide variety of research
gender and development program in the curriculum is methods to investigate one or more variables.
vital to sustaining equality for the creation of unbiased Descriptive research is an appropriate choice when the
policies (Fernandes et al., 2015).Consequently, in spite research aim is to identify characteristics, frequencies,
of the Philippines’ stellar position among countries trends, and categories. This method was the most
with viable track records in gender equality, there is appropriate to be used since this study focused on the
still a need to propagate such advocacy to establish evaluation of the implementation of GAD Program in

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Psych Educ, 2023, 10: 553-557, Document ID:2023 PEMJ880, doi:10.5281/zenodo.8126398, ISSN 2822-4353
Research Article

terms of Availability of Resources, GAD related Table 1. Evaluation of the Teacher-Respondents on the
Activities, Stakeholder’s Support; and Awareness of implementation of GAD Program in terms of
School Community, and the challenges encountered by Availability of Resources
the teachers.

Participants

The respondents in this research were the seventy-five

(75) teachers at San Francisco Elementary School.
They were chosen by the researcher using purposive
sampling technique. According to Frost (2023),
purposive sampling is a non-probability method for
obtaining a sample where researchers use their
expertise to choose specific participants that will help
the study meet its goals. These subjects have particular
characteristics that the researchers need to evaluate
their research question. In other words, the researchers
pick the participants on purpose. The researcher
utilized all of her co-teachers since they are the ones
who have firs-hand experience as regards to the
implementation of Gender and Development Program
in their school.

Instruments of the Study

Survey questionnaire was used to gather the necessary

data needed in this paper. It was an online survey
using the Google Form. The link was sent to the
respondents and their answers were monitored by the This implies that the school effectively utilized the
researcher herself. allotted fund in the implementation of Gender and
Development program. It can be recommended that the
Ethical Considerations school shall continue to this action because it is a way
of showing transparency and accountability.
The researcher herself explained and gave the
informed consent to each participant before the Table 2. Evaluation of the Teacher-Respondents on the
conduct of the study. She ensured them that the implementation of GAD Program in terms of GAD-
information would be used with utmost confidentiality related Activities
and within the purpose of the study only.

Results and Discussion

Evaluation of the Teacher-Respondents on the

implementation of GAD Program

It is shown on the table that the evaluation of the

teacher-respondents on the implementation of GAD
Program in terms of availability of resources obtained
an overall weighted mean of 3.57 and verbally
interpreted as Highly Implemented. It can also be seen
that all the statements were evaluated by the teachers
as Highly Implemented. This means that they believe
that there is an effective allocation of GAD funds and
that there is a problem in the promptness of release of
the budget.

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Psych Educ, 2023, 10: 553-557, Document ID:2023 PEMJ880, doi:10.5281/zenodo.8126398, ISSN 2822-4353
Research Article

It is shown on the table that the evaluation of the This implies that there are still room for improvements
teacher-respondents on the implementation of GAD in terms of partnerships of the school and its outside
Program in terms of GAD-related activities obtained stakeholders and that the respondents feel that at
an overall weighted mean of 3.33 and verbally present there is lack of support coming from external
interpreted as Highly Implemented. In addition, stakeholders both private and local government units.
statement number 3 and 4 gained means of 3.20 and It can be recommended that the school shall establish
3.23 respectively and both verbally interpreted as strong linkage among stakeholders to ensure the
Moderately Implemented. This means that the school effective implementation of GAD program.
conducted different activities related to GAD to
promote gender equality among its clienteles. Table 4. Evaluation of the Teacher-Respondents on the
However, it can be noted as well that the school implementation of GAD Program in terms of
somehow capacitate other stakeholders as regards to Awareness of School Community
this matter and employs GAD-related topics in their
teaching.

This implies that the school conforms to the GAD

Implementation Guidelines and Policies in DepEd
Order Number 63, S. 2012 that the school shall
constantly conduct GAD-related activities. Meanwhile,
it can be recommended that the school shall review its
curriculum to ensure the integration of gender
responsiveness to its teaching and provide trainings to
parents and other stakeholders regarding gender
equality.

Table 3. Evaluation of the Teacher-Respondents on the

It is shown on the table that the evaluation of the
implementation of GAD Program in terms of teacher-respondents on the implementation of GAD
Stakeholder’s Support Program in terms of awareness of school community
obtained an overall weighted mean of 3.33 and
verbally interpreted as Highly Implemented. More so,
statements 4 and 5 gained means of 3.20 and 3.18
respectively and verbally interpreted as Moderately
Implemented. This means that the members of the
school community are familiar regarding GAD
program in promoting gender equality. Meanwhile, the
result also supports the findings in the previous
indicator as other stakeholders are moderately aware
about it.

This implies that the school community has high

awareness with regard to programs, projects, and
It is shown on the table that the evaluation of the activities on Gender and Development. However, it
teacher-respondents on the implementation of GAD can be recommended that the school shall intensify the
Program in terms of stakeholder’s support obtained an promotion of GAD among other members of the
overall weighted mean of 3.17 and verbally interpreted school community.
as Moderately Implemented. Moreover, majority of the
Challenges encountered by the respondents in the
statements fell on moderately implemented level
implementation of GAD Program
which means that the support of school partners is
somehow limited regarding the implementation of
The following were some of the challenges that were
GAD program. On the other hand, statement 5 proves
encountered by the teacher-respondents in the
that teachers are the ones enable the conduct of this
implementation of the school on GAD Program.
program to the school.

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Psych Educ, 2023, 10: 553-557, Document ID:2023 PEMJ880, doi:10.5281/zenodo.8126398, ISSN 2822-4353
Research Article

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Affiliations and Corresponding Information

Chiqui C. Villagracia
San Francisco Elementary School
Department of Education - Philippines

Chiqui C. Villagracia 557/557